| The ’ Compulsory Education Mathematics Curriculum Standards(2022 Edition)’ points out that promoting core literacy-oriented subject teaching should be the focus of current teaching reform.In the course teaching,mathematics teaching should let students understand the generation and source of knowledge,pay attention to the frontier of mathematics development,and highlight the importance of cultural education.The history of mathematics reveals the cultural activities of mathematicians.Integrating the history of mathematics into primary school mathematics teaching plays an important role in realizing the fundamental task of moral education and promoting the development of students ’ core quality of mathematics.In order to fully understand the specific situation of the integration of mathematics history into primary school mathematics teaching under core literacy,this study selected teachers and students in the second section of two primary schools in Z city as the research object.Firstly,combined with the previous research results,the educational value of the history of mathematics is analyzed.At the same time,taking the textbook as the starting point,the text analysis method is used to integrate the content of the history of mathematics in the primary school mathematics textbook of Qingdao edition,clarify the relationship between the history of mathematics and the core literacy of mathematics,and lay the foundation for the follow-up research.Secondly,using the questionnaire survey method,interview method and classroom observation method,it is understood that the problems existing in the integration of mathematics history into primary school mathematics teaching under the core literacy are:teachers ’ lack of understanding of core literacy,outdated teaching concepts;teachers have less mastery of mathematical historical materials and lack of knowledge reserves;the frequency of integrating mathematics history into teaching is low,and the teaching design is not good;the integration of mathematics history into the teaching process is boring,and the teaching mode is solidified;the teaching evaluation of the history of mathematics is neglected and the teaching feedback is insufficient.In view of the existing problems,the attribution analysis is carried out from five aspects:teaching concept,theoretical learning,teaching design,teaching mode and teaching evaluation.According to the existing problems in teaching,the following optimization strategies are proposed:changing teaching concepts and paying attention to the teaching of core literacy;strengthen theoretical study and create an atmosphere of mathematics history teaching;strengthen teaching design and broaden the scope of integration of mathematics history;optimize the teaching mode and strengthen the integration of mathematics history;improve the evaluation mechanism and guide the development of students ’ core literacy.At present,the research on the integration of mathematics history into mathematics teaching under the core literacy is mostly focused on junior and senior high schools,and there are few studies focusing on primary school.This study aims at the teaching of mathematics history in the second stage of primary school,and investigates the current situation of integrating mathematics history into primary school mathematics teaching under the core literacy,which is innovative.On the one hand,it points to the cultivation and promotion of students ’ mathematical core literacy;on the other hand,it provides theoretical and practical reference for front-line teachers,promotes the deep integration of mathematics history and primary school mathematics teaching under core literacy,and points to the professional development of teachers. |
